The Impact of Stand-Biased Desks on After-School Physical Activity Behaviors in Childre

The purpose of this study was to assess changes in after-school time spent performing sedentary behavior (SB), light intensity physical activity (LPA), and moderate to vigorous-intensity physical activity (MVPA) among elementary school children in response to the introduction of stand-biased desks in the classroom. Thirty-one 6th grade participants randomly assigned by their teacher to a traditional (CON) or stand-biased (INT) desk provided complete accelerometer data. After-school PA and SB were measured on four consecutive weekdays at baseline and 10-weeks. Wilcoxon Rank Sum Tests were used to detect significant differences (p<0.10) in changes in the proportion of after-school wear time performing SB and PA between groups. Results suggested no significant differences in changes in after-school time performing SB (p=0.770), LPA (p=0.740), or MVPA (p=0.470). Significant differences in the change in moderate PA (INT: -1.4%; CON: -0.2%, p=0.093) were detected. Stand-biased desks were not detrimental to children's after-school PA and SB.